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Euroopan Unionin Opettajankoulutus. Millaisena Sen Näkevät EU-Maiden

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Euroopan Unionin Opettajankoulutus. Millaisena Sen Näkevät EU-Maiden ACTA UNIVERSITATIS LAPPONIENSIS 331 Hannu Takkula Euroopan unionin opettajankoulutus – Millaisena sen näkevät EU-maiden opetusministerit ja Euroopan parlamentin koulutusvaliokunnan jäsenet? Akateeminen väitöskirja, joka Lapin yliopiston kasvatustieteiden tiedekunnan suostumuksella esitetään julkisesti tarkastettavaksi Lapin yliopiston Fellman-salissa syyskuun 16. päivänä 2016 klo 12 Ohjaaja: professori Kaarina Määttä, Lapin yliopisto Esitarkastajat: professori Hannele Niemi, Helsingin yliopisto professori Jouni Välijärvi, Jyväskylän yliopisto Vastaväittäjä: professori Jouni Välijärvi Kustos: professori Kaarina Määttä Rovaniemi 2016 ACTA UNIVERSITATIS LAPPONIENSIS 331 Hannu Takkula Euroopan unionin opettajankoulutus – Millaisena sen näkevät EU-maiden opetusministerit ja Euroopan parlamentin koulutusvaliokunnan jäsenet? Rovaniemi 2016 Lapin yliopisto Kasvatustieteiden tiedekunta © Hannu Takkula Kansi: Siiri Hirsiaho Kannen piirrokset: Ilona Mwai, 12 v. Myynti: Lapin yliopistokustannus PL 8123 96101 Rovaniemi puh. 040 821 4242 [email protected] www.ulapland.fi/lup Lapin yliopistopaino, Rovaniemi 2016 Painettu: Acta Universitatis Lapponiensis 331 ISBN 978-952-484-918-0 ISSN 0788-7604 Pdf: Acta electronica Universitatis Lapponiensis 199 ISBN 978-952-484-919-7 ISSN 1796-6310 Tiivistelmä Hannu Takkula Euroopan unionin opettajankoulutus – Millaisena sen näkevät EU-maiden opetus ministerit ja Euroopan parlamentin koulutusvaliokunnan jäsenet? Viime vuosina Euroopan poliittisessa päätöksenteossa on korostettu yhä selkeäm- min, että opettajat ovat avaintoimijoita rakennettaessa laadukasta koulutus- järjestelmää. On myös oivallettu, että koulutuspoliittisin toimin voidaan ratkaista niin sosiaalisia kuin talouteen liittyviä ongelmia. Tämän tutkimuksen tarkastelun keskiössä ovat EU-maiden opetusministerien ja Euroopan parlamentin koulutus- valio kunnan jäsenten näkemykset Euroopan unionin komission toimista ja niiden ilmenemisestä unionin jäsenmaiden opettajankoulutuksessa. Tutkimuksen tavoit- teena on kuvata Euroopan unionin keskeisten päätöksentekijöiden näkemyksiä EU:n komission opettajankoulutusstrategiasta, unionin opettajankoulutuksen nyky tilasta ja tulevaisuudesta. Tutkimuksen taustana kuvataan Euroopan unionin instituutioita ja päätök- sentekojärjestelmää sekä tarkastellaan EU:n koulutuspolitiikan kehittymistä, sen oikeusperustan vahvistumista ja näitä ohjaavia strategialinjauksia. Yleisestä koulutus politiikan katsauksesta edetään opettajankoulutukseen ja siihen kes- keisesti vaikuttavien komission toimenpiteiden tarkasteluun. Euroopan unionin koulutus politiikan hallinnan välineenä esitellään avoimen koordinaation menetel- mä. Lisäksi tarkastellaan myös aikaisempia merkittäviä opettajankoulutuksen EU- tason tutkimuksia ja toimia. Tutkimukselle on asetettu kolme tutkimuskysymystä: 1) Miten Euroopan unio- nin komission opettajankoulutusta koskettavat toimet ilmenevät jäsenmaiden opettajankoulutuksessa EU:n opetusministereiden käsitysten mukaan?; 2) Miten Euroopan unionin opettajankoulutusta tulee kehittää tulevaisuudessa EU:n jäsen- maiden opetusministereiden käsitysten mukaan? sekä 3) Millaisia käsityksiä Eu- roopan parlamentin jäsenillä on Euroopan unionin opettajankoulutusstrategiasta? Tutkimusaineisto kerättiin kyselylomakkeilla vuosina 2009–2012, jolloin tut- kimukseen osallistuivat Euroopan unionin kaikki silloiset 27 jäsenmaata. Kyse- lyihin vastasivat kaikki Euroopan unionin jäsenmaiden opettajankoulutuksesta vastuussa olevat keskeiset päätöksentekijät eli niiden opetusministerit (N=27) sekä Euroopan parlamentin koulutus- ja kulttuurivaliokunnan jäsenet (N=31). Kysely- lomakkeet sisälsivät pääsääntöisesti avoimia kysymyksiä, joihin tutkimushenki- löt vastasivat omin sanoin ja joiden vastauksia täydennettiin muutamalla Likert -astei kollisella monivalintakysymyksellä. Aineistonhankinta käynnistyi opettajan- koulutuksesta vastuussa olevien komissaarien sekä komission edustajien haastat- 5 teluilla ja aineistoa täydennettiin tutkimuksen edetessä. Toimin aineistonkeruun ajankohtana Euroopan parlamentin ja sen koulutus- ja kulttuurivaliokunnan jäse- nenä, mikä mahdollisti kattavan aineiston saannin mutta toisaalta määritti myös tutkijan positiotani. Aineiston analyysi nojautui laadulliseen sisällönanalyysiin, jossa aineistojen redusointi johti tutkimuskysymysten kannalta olennaisiin päätee- moihin. Pääteemat esitellään tutkimuksen tuloksina tutkimuskysymyksittäin. Opetusministereiden käsitysten mukaan opettajankoulutus on kehittynyt kun kin kotimaassa muun muassa seuraavasti: parhaiden opettajankoulutuksen käy täntöjen jakamisena jäsenmaiden kesken, liikkuvuuden lisääntymisenä, täyden- nyskoulutuksen vahvistumisena, opettajien ammatin arvostuksen lisääntymisenä sekä koulutuksen ja pätevyysvaatimusten parantamisena, EU:n opettajankoulu- tusta koskevien julkaisujen hyödyntämisenä sekä uusien opettajien mentorointina. Näistä monet teemat ovat samoja, joiden vahvistamista opetusministerit pitivät tärkeinä tulevaisuuden opettajankoulutuksen kehittymiseksi eri jäsenmaissa. Kaiken kaikkiaan opetusministereiden vastauksissa nousi esille yhteistyön kehit- tämisen tärkeys jäsenmaiden kesken ja sen merkitys jäsenmaiden opettajankoulu- tuksen erojen vähentämiseksi. Ministereiden vastauksia yhdistäväksi ydinteemaksi muodostui ”Yhteistyön arvon ymmärtäminen opettajankoulutuksessa”. Euroopan parlamentin koulutus- ja kulttuurivaliokunnan jäsenet pitivät Eu- roopan unionin yhteistä opettajankoulutusstrategiaa tärkeänä. Koska jäsenmaiden kerrottiin eroavan opettajankoulutuksen toteuttamisessa, kansainvälistä yhteistyö- tä haluttiin korostettavan jatkossa. Euroopan unionin opettajankoulutuksen keskeiset päätöksentekijät ilmaisivat selkeästi halunsa uudistaa opettajankoulutusta komission opettajankoulutusta kos- kevan tiedonannon suositusten mukaisesti. Yhteistyön vahvistamista ja parhaiden käytäntöjen jakamista koko unionin alueella pidettiin tärkeänä. Esimerkiksi suo- malaista opettajankoulutusmallia pidettiin toimivana mallina ja vertailukohteena myös muiden EU-maiden käyttöön. Sitouttava yhteistyö ja verkottumisen tiivistäminen EU:ssa on tärkeää, mut- ta riippuu pitkälti päättäjistä ja heidän edustamiensa maiden intresseistä. EU:n opettajankoulutuksen uudistumiseksi EU:n päätöksentekijät joutuvat tasapainoi- lemaan alueellisten, kansallisten ja globaalin maailman tarpeiden ja vaatimusten välillä. Silti tutkimuksen aineistosta ilmeni yhteinen halu kehittää opettajankoulu- tuksen EU:n laajuista yhteistyötä nykyistä pitemmälle. Avainsanat: Euroopan unioni, komissio, ministerineuvosto, Euroopan parlamentti, koulutusp olitiikka, opettajankoulutus, strategia, avoin koordinaatiomenetelmä, yhteistyö 6 | Takkula: Euroopan unionin opettajankoulutus Abstract Hannu Takkula Teacher training in the European Union – How do the EU ministers of education and the members of the Committee on Culture and Education of the European Parliament perceive it? During the last decade European political decision-making has clearly highlighted that teachers are key agents in the construction of a quality education system. In addition, it has been noticed that political action in the education sector can help to solve and alleviate social and economic problems. This study focuses on the views and perceptions of the EU Ministers of Education and the members of the Committee on Culture and Education of the European Parliament; on the measures of the European Commission and how influence teacher training pro- grammers of EU countries. The purpose of the study was to describe core deci- sion-makers’ views on the teacher training strategy of the European Commission, and on the current state, and the future, of teacher training in the EU. The theoretical review of the study describes the institutions and decision-mak- ing system of the EU, the development of educational policy in the EU and how its legal basis has been strengthened, and the strategic guidelines directing the afore-mentioned. The general educational political introduction is followed by a description of teacher training in the EU Member States and the most effec- tive measures of the European Commission in this field. The open method of coor- dination as the tool of governing educational policy of the EU is explained. Previous relevant research and actions on teacher training at the EU level are reviewed. Three research questions were set for this research: (1) How have the measures of the European Commission manifested themselves in the teacher training of EU countries according to the perceptions of the EU ministers of education?; (2) How should teacher training in the EU be developed in the future according to the views of the EU Ministers of Education?; and (3) How do the members of the Committee on Culture and Education of the European Parliament perceive the teacher training strategy of the EU? The data was collected with questionnaires during the period 2009–2012. All EU member countries at that time (N=27) participated in the study. All core decision-makers regarding teacher training in each EU country, namely, the Ministers of Education (N=27) and the members of the Committee on Cul- ture and Education of the European Parliament (MEP) (N=31) responded to the questionnaires. The questionnaires mainly included open-ended questions, to which the research participants answered in their own words, and some multiple 7 choice questions with Likert-scaled answers that complemented the free-form data. The data collection started by interviewing Commissioners and Commis- sion representatives, and, along
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